Research Plan: Team 1
1. statement of purpose, audience, and scope
Argument: (are we for or against using the internet for knowledge, is it good or bad to use the internet for knowledge, has the internet helped or hurt education/knowledge? we need to pick one of these ideas that I listed for an argument or we need to come up with other arguments based on what everyone else is interested in, and most importantly, agrees on.) -We're not so much arguing the moral implications of Internet knowledge-sharing as we are determined to show that it does happen, and it is immensely influenced by the structure of the Internet. We're arguing that the Internet has helped organize and make available all sorts of information, and this helps students become more aware and more knowledgeable.
Audience: college students . . . but what segment of this bigger group?
Scope: (individuals like ourselves...we could focus in on Millersville University, college students in Pennsylvania) -Perhaps not so particular as to mention a school, although if we do need primary data (surveys, physical texts, and other whatnot) it would be a good sample group. I think specifying college students implies knowledge-seekers, being in the higher education system (generally, and not for all cases, true) and more particularly those with interests that require either a large amount of correlated and referenced data/rules (english, social studies, teaching) to those where a very specific pool of rules or concepts serve (sciences, especially those that deal primarily in one sphere of thought, such as QED or cold temp physics). What do we want to do? -we want to argue that the use of the internet for knowledge is GOOD or BAD? (input please) --Neither, simply that it happens. How it happens and why are also important notes, so that we have some reference as to the why and how and what for of college student usage. -do we want readers to take action?-Not particularly, simply to note that it does happen and to be aware of it themselves. Someone once said that the internet never forgets, but it has a really short ...oooh, look at the pretty kitten! ...You see my point. We'd like to make readers see why exactly it is that they should be careful putting all their info on the tubes, among other things. What will readers expect of us? -standard MLA format
-include research and expert opinions that support our claim How will readers respond to our claim? -how can we convince readers who disagree with us?--By saying that they're silly. It works all the time on the Internet, with more profanity, usually. Seriously, we want to consider showing them 'irrefutable' proof (such as Internet usage statistics for research and referencing unknown material) that the Internet is a warehouse for information.
What kind of research: What kind of research will you do? (Note: They can be mostly internet but from a variety of sources--i.e., library data bases and other academic sites, institutional web sites, blogs, etc. Sources must be proven reliable.) (These are secondary research sources, could we include primary research into our paper i.e. interviewing students about internet knowledge?) --Primary interviews would be amazing -- I think if someone were to make up a short questionnaire, that would be awesome. We could see who could get the most responses. How long is the paper: 12 pages How many sources: 8 What steps are required by your instructor in advance of the final draft?:
Research plan (4V&D1)
4.1Rough draft
Peer Reviews
Synthesis of peer reviews (4Hdbk Ex)
Integrating Sources Ex (4V&D2)
2. Work schedule chart
Tasks to Complete
Due to Dr. A
Find a topic
Fri - 11/14/08
Determine what kind of research we need (V&D4.1)
Mon - 11/17/08
Draft a working thesis (V&D4.1)
Mon - 11/17/08
Start a working bibliography (V&D4.1)
Mon - 11/17/08
Find, read, and evaluate our sources (Rough Draft)
Fri - 11/21/08
Create an annotated bibliography (Rough Draft)
Fri - 11/21/08
Summarize and paraphrase our sources (Rough Draft)
Fri - 11/21/08
Review our goals and research (Rough Draft)
Fri - 11/21/08
Plan our organization (Rough Draft)
Fri - 11/21/08
Write our first draft (Rough Draft)
Fri - 11/21/08
Decide what material from our sources to include (V&D2)
Wed - 12/3/08
Review our draft
Fri - 12/5/08
Revise, edit, and check the formatting of our revised draft
Mon - 12/8/08
Submit final draft
Fri - 12/12/08
3. Research needs statement--answer these questions (see p170):
How much information do you need?
We already have a lot of information, the key is to keep refining our objective so we can do additional research in that specific direction.
Are particular kinds of sources required? Yes. What will yours be?
We will offer the perspective of our individual team members and rely on secondary information from a variety of Internet sources like blogs. We will also need paper sources for this paper, not only websites.
How current should the information be? Why?
Since the Internet changes quickly we should strive to have sources no more than four years old. This is not concrete, just a guide. If the source is from over four years ago, then the information may not be up to date with current proven knowledge.
What are some of the opposing points of view to your argument?
Some people think the Internet is making society and college students mentally lazy and stupid. Also, some people think that the sources college students use may be unreliable.
4. Working thesis (use the following form from sec. 16d):
Topic:
How do college students obtain information from the Internet and what they do with it.
Research question:
Which sites do college students most often go to for information and how reliable is that information and how secure is their privacy?
Working thesis:
Much accurate information is available but so is a lot of erroneous information. Privacy is mostly possible with up to date security software. {Information is generated everyday in massive quantities, and the only method for turning this information into knowledge is through interpretation, either through a specific set or sets or rules (sciences, 'forms' in art) or through personal opinion. The Internet, therefore, is crucial in the modern era because of its ability to generate interactions with a large number of users, and the management of that data that it provides. College students are a primary example of this information generation, through reviews of books, political views, teacher recommendations, travel ideas, social issues, and a slew of other concerns that are given voice on the Internet. As such, we intend to show in this paper that the Internet is used to coordinate and comment on an immense amount of input information and turn it into useful knowledge that is accessible to other Internet users. We hope that this wide sampling of topics through a similarly broad range of viewpoints will provide an appropriate sampling of the Internet.}-Just a thought -Chester
5. Begin working bibliography (start with appropriate lists from your 3INF papers and then cull for usability)
List of team members who worked on this document and what they did:
Team leader: Chester Harman. Answering questions, rough editing work, thesis work.
Team members: Melissa Worthington- I helped answer questions from the Research needs statement section.
Jill Glick - I created the Working Bibliography page with our team member's Assignment 3 Annotated Bibliographies and created the Work Schedule chart with preliminary due dates.
Tim Stauffer- I worked on (but did not do all of what is there) the working thesis and the research needs statement.
Andrew Wentzel - worked on Argument and Audience subsections, as well as Scope and some additional questions.
1. statement of purpose, audience, and scope
Argument: (are we for or against using the internet for knowledge, is it good or bad to use the internet for knowledge, has the internet helped or hurt education/knowledge? we need to pick one of these ideas that I listed for an argument or we need to come up with other arguments based on what everyone else is interested in, and most importantly, agrees on.) -We're not so much arguing the moral implications of Internet knowledge-sharing as we are determined to show that it does happen, and it is immensely influenced by the structure of the Internet. We're arguing that the Internet has helped organize and make available all sorts of information, and this helps students become more aware and more knowledgeable.
Audience: college students . . . but what segment of this bigger group?
Scope: (individuals like ourselves...we could focus in on Millersville University, college students in Pennsylvania) -Perhaps not so particular as to mention a school, although if we do need primary data (surveys, physical texts, and other whatnot) it would be a good sample group. I think specifying college students implies knowledge-seekers, being in the higher education system (generally, and not for all cases, true) and more particularly those with interests that require either a large amount of correlated and referenced data/rules (english, social studies, teaching) to those where a very specific pool of rules or concepts serve (sciences, especially those that deal primarily in one sphere of thought, such as QED or cold temp physics).
What do we want to do?
-we want to argue that the use of the internet for knowledge is GOOD or BAD? (input please) --Neither, simply that it happens. How it happens and why are also important notes, so that we have some reference as to the why and how and what for of college student usage.
-do we want readers to take action? -Not particularly, simply to note that it does happen and to be aware of it themselves. Someone once said that the internet never forgets, but it has a really short ...oooh, look at the pretty kitten! ...You see my point. We'd like to make readers see why exactly it is that they should be careful putting all their info on the tubes, among other things.
What will readers expect of us?
-standard MLA format
-include research and expert opinions that support our claim
How will readers respond to our claim?
-how can we convince readers who disagree with us? --By saying that they're silly. It works all the time on the Internet, with more profanity, usually. Seriously, we want to consider showing them 'irrefutable' proof (such as Internet usage statistics for research and referencing unknown material) that the Internet is a warehouse for information.
What kind of research: What kind of research will you do? (Note: They can be mostly internet but from a variety of sources--i.e., library data bases and other academic sites, institutional web sites, blogs, etc. Sources must be proven reliable.) (These are secondary research sources, could we include primary research into our paper i.e. interviewing students about internet knowledge?) --Primary interviews would be amazing -- I think if someone were to make up a short questionnaire, that would be awesome. We could see who could get the most responses.
How long is the paper: 12 pages
How many sources: 8
What steps are required by your instructor in advance of the final draft?:
Research plan (4V&D1)
4.1Rough draft
Peer Reviews
Synthesis of peer reviews (4Hdbk Ex)
Integrating Sources Ex (4V&D2)
2. Work schedule chart
Tasks to Complete
Due to Dr. A
3. Research needs statement--answer these questions (see p170):
How much information do you need?
We already have a lot of information, the key is to keep refining our objective so we can do additional research in that specific direction.Are particular kinds of sources required? Yes. What will yours be?
We will offer the perspective of our individual team members and rely on secondary information from a variety of Internet sources like blogs. We will also need paper sources for this paper, not only websites.How current should the information be? Why?
Since the Internet changes quickly we should strive to have sources no more than four years old. This is not concrete, just a guide. If the source is from over four years ago, then the information may not be up to date with current proven knowledge.What are some of the opposing points of view to your argument?
Some people think the Internet is making society and college students mentally lazy and stupid. Also, some people think that the sources college students use may be unreliable.4. Working thesis (use the following form from sec. 16d):
Topic:
How do college students obtain information from the Internet and what they do with it.Research question:
Which sites do college students most often go to for information and how reliable is that information and how secure is their privacy?Working thesis:
Much accurate information is available but so is a lot of erroneous information. Privacy is mostly possible with up to date security software.{Information is generated everyday in massive quantities, and the only method for turning this information into knowledge is through interpretation, either through a specific set or sets or rules (sciences, 'forms' in art) or through personal opinion. The Internet, therefore, is crucial in the modern era because of its ability to generate interactions with a large number of users, and the management of that data that it provides. College students are a primary example of this information generation, through reviews of books, political views, teacher recommendations, travel ideas, social issues, and a slew of other concerns that are given voice on the Internet. As such, we intend to show in this paper that the Internet is used to coordinate and comment on an immense amount of input information and turn it into useful knowledge that is accessible to other Internet users. We hope that this wide sampling of topics through a similarly broad range of viewpoints will provide an appropriate sampling of the Internet.} -Just a thought -Chester
5. Begin working bibliography (start with appropriate lists from your 3INF papers and then cull for usability)
List of team members who worked on this document and what they did:
Team leader: Chester Harman. Answering questions, rough editing work, thesis work.
Team members: Melissa Worthington- I helped answer questions from the Research needs statement section.
Jill Glick - I created the Working Bibliography page with our team member's Assignment 3 Annotated Bibliographies and created the Work Schedule chart with preliminary due dates.
Tim Stauffer- I worked on (but did not do all of what is there) the working thesis and the research needs statement.
Andrew Wentzel - worked on Argument and Audience subsections, as well as Scope and some additional questions.